Statistics Management

7/29/2019 Statistics Management

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TITLE:

STATISTICSMANAGEMENT

Performance Indicators Projection Techniques


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PERFORMANCEINDICATOR

Need for Performance IndicatorsGenerating Performance Indicators

Natural factors

Demographic factorsEconomic factors

Social factorsSpatial factors

Educational factorsSummary of Indicators to Achieve Efficiency, Equity,

and Quality Improvement


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Need for Performance Indicators

Indicators of actual performance in relation to plan objectives and

targets may be both quantitative and qualitative. They pointout the extent

of identified aspects of management. They are employed bymanagers/planners as aids in the process of planning and systems

provision. They also provide targets; monitor changes in, as well as

facilitate research on the system; estimate future costs; and forecast

outflow of individuals with different kinds of education and training.

Performance indicators are bases for determining the systemsefficiency and effectiveness and for implementing plans. They also serve

as baseline data for target setting, so that managers/planners may take

appropriate measures for performing the necessary coursecorrection (if

deviation from the national mean is detected) or for further raising the level

of the systems efficiency and effectiveness, so that optimal benefits will be

derived from it.


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Generating Performance Indicators


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Socio-economic Socio-economic indicators include:

access to modern health facilities and information, including family

planning;

possession of good health;

birth and death rates; access to basic social and economic infrastructure;

possession of technical skills;

opportunity for improvement in real income and purchasing power;

increasing feeling of social justice;

participation of group decision making affecting work and leisure,

through joint ownership of societys means of production; and

literacy rate of the population.


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The following are specific indicators for determining the internal, operational and external efficiency andeffectiveness of the system in order that the goals, objectives and targets for the plan will be achieved.

Application of performance indicators as example to this topic are: To determine the internal efficiency of the secondary school, such as participation rate, retention

rate, survival rate, completion and graduation rates, teacher-pupil ratio, class-teacher ratio, per-pupil cost, book-pupil ratio, pupilsperformance, teachers performance, availability of resourcespercentage of output absorbed in the system, etc.

For the operation efficiency of the system managers/planners look at the structural changes in thesystem; teaching-learning processes; adequacy of physical facilities; effective supervision andmanagement; knowledge of managerial development and redirection; presence of adequateresources; provision for research and evaluation; effective dissemination of desirable culturalvalues and attitudes to personnel and administrators knowledge and awareness of variousinnovations/techniques being experimented and implemented in the construction.

For the external efficiency of the system, managers/planners should examine the employability ofgraduates. Are the graduates of the construction engineering system employed, unemployed,underemployed after finishing a course? Does the firm produce desirable outputs with right attitudeand values toward work? Do personnel tend to respond to the economic and other needs ofsociety? Are personnel innovative and creative? Are personnel aware of the duties andresponsibilities of good and worthy citizens of the society?


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All the foregoing indicators which managers/planners generate from

data/information taken from surveys and from existing situations in the different

levels (from the regional to the institutional) serve s baseline data for setting

objectives/targets for the plan period. Planners and managers use these indicators

for setting objectives/targets. Planners at the office who analyze, synthesize an

integrate all these plans determine the national average of the various indicators.

The results of the various average national rates and ratios are to be presented to

all regional directors so that they will know whether their regions are above or

below the national averages. With this information, the regions/firms with low

performance indicators will try to improve their performance. They may, for

example, implement projects to improve retention rate to increase achievement

rate. On the other hand, aside from increasing their performance further, the

regions/firms above the national averages will give more emphasis on the

qualitative aspects of management or on the improvement of the quality of their

graduates/personnel.


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Development of Performance Indicators in theDECS (Examples)

The Department of Education, Culture and Sports (DECS) has been

developing indicators to measure its performance.

The initial attempt took place in 1975 when the Office of Planning

Services (OPS) undertook the Decentralized Education Planning Program(DEPP), which focused on disadvantaged, depressed and undeserved (DDU)

schools.

The DEPP aimed at identifying the indicators of sufficiency or

insufficiency or the inequitable distribution of resources in the elementary schools

of the country. To identify the DDU schools in the various areas of the country,OPS conducted a comprehensive situational analysis of public elementary

schools through the use offive variables, namely: (1) school sites, (2) availabilityof classrooms and school buildings, (3) teachers capabilities, (4) instructionalmaterials, and (5) school furniture and equipment.


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In 1979, the Ministry of Education and Culture (MEC) launched the Program for

Decentralized Educational Development (PRODED). In drawing up the

educational disparities or deprivation picture, it simultaneously employed

several performance criteria, such as the following:

Access criterion used to look into disparities at entry points to the schoolsystem and measured mainly by (a) participation or enrolment ratio, (b)

literacy rate, (c) survival rate, (d) transition rate, (e) drop-out rate, and (f)

achievement rate:

Internal efficiency criterion measured by the cohort survival rate;

Quality criterion measured by the SOUTELE achievement; and

Effectiveness criterion measured by returns to investment.


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Subsequently, the Economic and Social Impact Analysis of

Women in Development (ESIAWID) gave further

opportunity for the MEC to review its indicators. It defined

29 indicators for education. Nine of these are key indicatorsand the rest, supportive.

Key indicators are those which satisfy the criteria ofmeasurability, appropriateness, comprehensiveness,

relevance, sensitivity and impact-orientation. Supportive

indicators, on the other hand, satisfy the criteria ofmeasurability, appropriateness and may show only some

aspects of the extent to which the goals are being attained.


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With the use of data available in the Educational Statistics Data

Bank (ESDB),several key indicators can be computed; they may be

utilized for evaluating the educational systems performance at

various levels in relation to the DECS goal of efficiency,

effectiveness, equity and excellence.

In 1981, the ASEAN-Educational Management Information System

(ASEAN-EMIS) enumerated indicators in the List of PerformanceIndicators for Elementary and Secondary Education. Theseindicators are categorized according to major indicators grouping

based on four concerns of the DECS, namely: efficiency,effectiveness, equity, and quality improvement. Since an indicatormay be an appropriate performance indicator relative to two or more

concerns, these groupings are not mutually exclusive.


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Efficiency indicators are used for monitoring theattainment of one of the DECS concerns, viz., producingdesired results or providing quality education at least

possible cost. Cost basically refers to expendituresassociated with the use of resources like personnel,

measure the degree of utilization of the resources that

are available to the educational system. In effect,

efficiency indicators allow the comparison of actual

outputs against given inputs.


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The following examples may be considered indicators of

efficiency: (1) pupil-teacher ratio, (2) student-section ratio, (3)teacher-class ratio, (4) teacher-section ratio, (5) per-pupilcost, (6) retention rate, (7) survival rate, (8) group survival

rate, (9) repetition rate, (10) transition rate, (11) completionrate, (12) promotion rate, (13) graduation rate, (14) failurerate, (15) drop-out rate, (16) cohort survival, and( 17) stay-outrate.

Effectiveness indicators measure the ability of the DECS toperform its mandate of providing educational systems actual

level of accomplishment relative to its thrust and goals.


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The following may be considered indicators of

effectiveness: (1) participation rate, (2) retention rate, (3)survival rate, (4) group survival rate, (5) repetition rate,(6) transition rate, (7) completion rate, (8) promotionrate, (9) graduation rate, (10) failure rate, (11) drop-outrate, (12) scores in nationally administered achievementtests, (13) cohort survival rate, (14) stay-out rate, (15)number of sports activities conducted in schools, (16)

and number of athletes participating in division meets.


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Equity indicators are used for indicating the degree to which opportunities

for education are provided for the population, regardless of economic

status, place of residence and intellectual capability. They indicate equality

of access, not only to physical facilities like schools, but also to quality

education.

The following may be considered indicators of equity: (1) pupil-teacher ratio,(2) student-section ratio, (3) teacher-class ratio, (4) teacher-section ratio, (5)class-classroom ratio, (6) section-classroom ratio, (7) pupil density, (8) P.E.pupil-teacher ratio, (9) per-pupil cost, (10) participation rate, (11) transition

rate, (12) scores in nationally administered achievement tests, (13)pupil/student-textbook ratio, (14) proportion of teachers with graduatedegrees, (15) P.E./sports area-student ratio, (16) pupil/student-P.E.equipment ratio, and(17) number of non-formal education centers.


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Quality improvement indicators are intended to measure quality of theoutput of the educational system (e.g., quality of graduate) as well as quality

performance inputs (e.g., teacher quality). These indicators measure

performance relative to some given standards.

The following may be considered indicators of quality improvement: (1)pupil-teacher ratio, (2) student-section ratio, (3) teacher-class ratio, (4)teacher-section ratio, (5) class-classroom ratio, (6) section-classroom ratio,(7) P.E. pupil-teacher ratio, (8) per-pupil/per-student-cost, (9) scores innationally administered achievement tests, (10) pupil/student-textbook ratio,(11) P.E. /sports area-student ratio, (12) pupil/student-P.E. equipment ratio,

(13) teacher turnover rate, (14) proportion of teacher with graduate degrees,(15) ratio of subject area teachers to major holders in given subject areas,(16) PMET scores of teachers, (17) NCEE scores of teacher trainees, (18)in-service training hours by subject area per teacher, (19) and performancerating of teachers.


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Summary of Indicators to Achieve Efficiency,Equity, and Quality Improvement

I. Indicators Computed on an Annual RatioBasis

Pupil-Teacher Ratio

Student-Section Ratio

Teacher-Class Ratio

Teacher-Section Ratio Class-Classroom Ratio

Section-Classroom Ratio

Pupil Density

Student Density

P.E. student-Teacher Ratio

P.E. student-Teacher Ratio

Per Pupil Cost

Per Student Cost

Participation Rate

Retention Rate

Survival Rate

Group Survival Rate

Repetition Rate Transition Rate

Completion Rate

Promotion Rate

Graduation Rate

Failure Rate

Drop-out Rate

Scores in Nationally AdministeredAchievement Tests


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Summary of Indicators to Achieve Efficiency,Equity, and Quality Improvement

II. Sample Indicators to Achieve Equity and Quality

Pupil/Student-Textbook Ratio

Proportion of Teachers with Graduate Degrees

P.E./Sports Area-Student Ratio

Pupil/Student-P.E. Equipment Ratio

III. Sample Indicators Computed by Way of Special Studies

Cohort Survival Rate

Proportion/Teacher Turnover Rate

Participation Rate (for ages 6-16)

Indicators of Teacher Quality

Stay-out Rate

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